Please share any lesson plans and ideas from your week of writing camp. These may used by NWPNH camp leaders for future camps.
Amanda O'Riordan suggests this lesson on Sensory Detail.
O’Riordan’s Lesson Sample Mentor Text:The Seashore Bookby Charlotte Zolotow GLEs Addressed:W:HW:2.3, W:HW:1, W:EW:2.1, W:EW:2.5 Mini-Lesson Statement:Writers use sensory details to help the reader experience the setting of your story. Materials:Chart paper,The Seashore Book, individual sensory detail planning chart, Writers Notebooks Procedure Part 1 1.Review the mini-lesson. Brainstorm the five senses together, and list them on the chart paper in the form of a table. 2.Instruct children to do the same thing in their Writers Notebook. 3.Tell the learners that you are going to readThe Seashore Bookby Charlotte Zolotow, because she uses a lot of her senses when she writes. Explain how you are not going to show the illustrations to them, because Zolotow does such a good job making you feel like you are there by using her senses, that you can get your own picture in your head. 4.Read the book slowly. Children should take notes in their Writers Notebook whenever they hear a sensory detail, and include it in the correct column. 5.Share out the sensory details that were heard. Write them on the large chart paper for all to see. 6.Notice how some senses are used more than others. Procedure Part 2 1.In their writers notebook, students make a list of ten places they love, and ten places they hate. Have them choose one that sparks them the most, and put a check mark next to it. 2.Have students close their eyes. Say the following things to them, and be sure to pause between each line… -Imagine you suddenly enter this place. Look up… what do you see? Look in front of you… Now behind you… What is all around you? Look down… Move your head all around, and thing about all you see… (Heads up, children write down details on their planning sheet) -(eyes shut again) Your ears perk up… what is that sound? What noises do you hear? Listen carefully. What sounds are all around you? (heads up, add more sensory details) -(eyes shut) You reach out your hands and you touch what is beside you. You touch below, you read above… You move your hands all around… Your feet feel the ground. What do you feel? (more note taking) Continue on with the other two senses. 3.Allow them to fill in any other details on the sensory detail chart. 4.Young writers then use this chart to draw from in order to write a poem or other genre, or even to enhance the setting of a previously written piece! 5.Share writing!
Amanda O'Riordan suggests this lesson on Sensory Detail.
O’Riordan’s Lesson Sample
Mentor Text:The Seashore Book by Charlotte Zolotow
GLEs Addressed: W:HW:2.3, W:HW:1, W:EW:2.1, W:EW:2.5
Mini-Lesson Statement: Writers use sensory details to help the reader experience the setting of your story.
Materials: Chart paper, The Seashore Book, individual sensory detail planning chart, Writers Notebooks
Procedure Part 1
1. Review the mini-lesson. Brainstorm the five senses together, and list them on the chart paper in the form of a table.
2. Instruct children to do the same thing in their Writers Notebook.
3. Tell the learners that you are going to read The Seashore Book by Charlotte Zolotow, because she uses a lot of her senses when she writes. Explain how you are not going to show the illustrations to them, because Zolotow does such a good job making you feel like you are there by using her senses, that you can get your own picture in your head.
4. Read the book slowly. Children should take notes in their Writers Notebook whenever they hear a sensory detail, and include it in the correct column.
5. Share out the sensory details that were heard. Write them on the large chart paper for all to see.
6. Notice how some senses are used more than others.
Procedure Part 2
1. In their writers notebook, students make a list of ten places they love, and ten places they hate. Have them choose one that sparks them the most, and put a check mark next to it.
2. Have students close their eyes. Say the following things to them, and be sure to pause between each line…
- Imagine you suddenly enter this place. Look up… what do you see? Look in front of you… Now behind you… What is all around you? Look down… Move your head all around, and thing about all you see… (Heads up, children write down details on their planning sheet)
- (eyes shut again) Your ears perk up… what is that sound? What noises do you hear? Listen carefully. What sounds are all around you? (heads up, add more sensory details)
- (eyes shut) You reach out your hands and you touch what is beside you. You touch below, you read above… You move your hands all around… Your feet feel the ground. What do you feel? (more note taking) Continue on with the other two senses.
3. Allow them to fill in any other details on the sensory detail chart.
4. Young writers then use this chart to draw from in order to write a poem or other genre, or even to enhance the setting of a previously written piece!
5. Share writing!